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Lesson 5 - Group Performance Development

WWII Dance Storytelling

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Year 7

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Dance

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50 min

Big Question

How can we use chance choreography techniques to create a powerful group performance that tells the story of World War 2?

Learning Objectives

To demonstrate effective cooperation skills while working in groups and provide constructive peer feedback
To complete group choreography using chance choreography sheets and performance structure
To show confident use of canon and formation changes when creating and performing group sections

Key Outcomes

Students will have completed their group section of the dance using chance choreography techniques
Students will have performed their work to peers and received structured feedback
Students will understand how individual sections combine to create a complete performance piece

Equipment & Resources Required

Tunnel Systems

1 system

Position for clear sound coverage across whole dance space

Alternative: Portable Bluetooth speaker, laptop with external speakers

Worksheets

1 per group (7-8 sheets)

Distribute to groups at start, ensure all groups have their sheets from previous lesson

Alternative: Digital versions on tablets, photocopied extras for reference

The Dam Busters Music Track

1 audio file

Cued up and ready to play, test volume levels before lesson

Alternative: Other WW2 themed orchestral music, period appropriate marching music

Video Device

1 camera/tablet

Optional - position for wide angle view of performance area if available

Alternative: Smartphone, digital camera with video function

Sun Markers

3-4 markers

For drawing formation diagrams and noting feedback points

Alternative: Flipchart paper and pens

Key Vocabulary

Canon

A choreographic device where dancers perform the same movement at different times, creating a ripple or echo effect

Formation changes

Moving from one spatial arrangement to another during the dance, such as from lines to circles

Transitions

The movements or methods used to connect different sections of the dance smoothly

Peer feedback

Constructive comments and suggestions given by classmates to help improve performance

Performance structure

The overall organisation of the dance from beginning to end with distinct sections

Finishing position

The final pose or arrangement that concludes the dance performance

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of canon as a choreographic device
Experience working with chance choreography techniques
Knowledge of formation changes and group dynamics
Understanding of World War 2 historical context for movement themes

Current Skills

Completing structured group choreography using systematic methods
Developing smooth transitions between different dance sections
Providing and receiving constructive peer feedback effectively
Combining individual and group elements into a cohesive performance

Next Steps

Refining performance quality and expression for final presentation
Developing more complex choreographic devices and formations
Leading and teaching choreography to others
Creating original choreography without chance techniques

Milestone Indicators

Groups complete their 32-64 count section with clear structure

Students demonstrate understanding of performance flow from motif through to finale

Effective peer feedback shows analytical understanding of dance elements

Transitions between sections are smooth and maintain dramatic impact

Key Teaching Points

Emphasise the importance of group cooperation and supporting all team members to succeed
Focus on clear timing and coordination - count aloud and use musical cues consistently
Maintain the World War 2 theme throughout - connect movement choices to historical context
Ensure smooth transitions between sections to maintain dramatic flow and audience engagement
Develop constructive feedback skills using specific observations and helpful suggestions
Build confidence through regular encouragement and celebration of progress and effort
Connect individual group sections to the complete performance structure for understanding of the whole

Common Misconceptions

That chance choreography means random movements - clarify it's structured creativity using specific guidelines
That canon must be performed by all dancers - explain it can be performed by some while others do different movements
That formation changes should be quick - emphasise smooth, controlled transitions that maintain the flow
That feedback should focus on mistakes - teach that good feedback celebrates strengths and offers constructive suggestions
That individual sections don't matter in the whole performance - show how each part contributes to the complete story

SEN Adaptations

ADHD

Shorter activity segments with regular changes, clear physical boundaries for activities, regular positive feedback, movement breaks between focused tasks

dyspraxia

Simplified choreography with extra practice time, visual and verbal cues combined, partner support for complex movements, celebration of effort over perfection

autism spectrum

Clear structure and routine for lesson, visual schedule of activities, quiet space available if overwhelmed, predictable transitions between activities

visual impairment

Use verbal cues for all formation changes, provide tactile guidance for positioning, ensure clear audio cues for timing, buddy system for spatial awareness

hearing impairment

Visual demonstrations of all movements, written instructions for activities, visual timing cues instead of audio counts, clear sight lines for lip reading

physical disability

Adapted movements for wheelchair users, upper body focus for limited mobility, adapted formations to include all students, modified choreography as needed

Cross-Curricular Links

English

Peer feedback skills, constructive communication, performance storytelling, vocabulary development around dance and movement

Maths

Counting beats and phrases (32/64 counts), timing and rhythm, spatial awareness and formation geometry

History

World War 2 context, understanding of historical events and their impact, commemoration and remembrance themes

Music

Understanding of rhythm and beat, responding to orchestral themes, appreciation of film music and its dramatic effects

PSHE

Cooperation and teamwork skills, giving and receiving feedback, building confidence through performance, resilience and perseverance

Teacher Guidance

Positioning

Move constantly between groups during development work, central position for whole-class activities, side position during performances for optimal viewing

Observation Focus

Monitor group cooperation and task completion, watch for effective use of choreographic devices, assess performance quality and timing

Intervention Points

Step in if groups are struggling with cooperation or completion, provide additional support for choreographic challenges, ensure all students are participating fully

Demonstration Notes

Model effective group cooperation, demonstrate clear choreographic devices, show professional performance attitude, exemplify constructive feedback techniques

Verbal Cues

•'Keep your formations clear and defined'
•'Remember the timing - count in your head'
•'Support each other - we're a team'
•'Show the character - you're telling a story'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 20m with clear performance area, additional space for group work zones

Surface Check

Clean, dry, non-slip floor surface suitable for dance movement and formation changes

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•Video equipment secured and positioned to avoid interference with dancing
•Chance choreography sheets laminated to prevent tears and hazards

Risk Management

Key Risks

•Collisions during formation changes and group work
•Slips and falls during dynamic movement and transitions
•Overexertion during extended performance practice
•Inappropriate physical contact during partner and group work

Risk Mitigation

•Clear boundaries established for each group's working space
•Controlled formation changes with adequate spacing
•Progressive building from simple to complex movements
•Regular breaks and cool-down periods
•Clear guidelines for appropriate contact in dance context

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during independent work
•Monitor high-activity areas during formation changes
•Close supervision during filming to maintain focus and safety
•Circulate between groups during choreography development

Emergency Procedures

Immediate stop signal, assess any injuries, appropriate first aid response, contact office if serious injury occurs